The Teachers' Understanding of EYL Principles and Their Ability To Apply the Principles in Teaching Practices:
A QUALITATIVE STUDY AT ELEMENTARY SCHOOLS IN BANDUNG, INDONESIA

Article Sidebar

Main Article Content

Suharno Suharno

Universitas Pendidikan Indonesia

Abstract

The study reported here concerned EYL teachersâ€™ understanding of EYL teaching and learning principles and their ability to apply those principles in classroom practices. Closely related to teachersâ€™ understanding and ability, methods and techniques of teaching were elaborated. The reseacher involved participants from state Elementary Schools. Teachersâ€™ understanding of EYL principles, teachersâ€™ ability in applying those principles, and methods and techniques of teaching were the three main questions addressed in this study. The data were collected through class observations, interviews, questionnaires, and field notes. Analysis on corpus data revealed that (1) the participants posed various degrees of understanding of EYL principles and ability in applying the principles; some of which shared by all participants, some by a number of participants, and some by none. (2), The findings also discovered that educational background and the length of teaching experience did not say much to make a participantâ€™s performance better than the othersâ€™, but professional development. Those who actively developed themselves professionally performed better than those who did not. The study recomends that all aspects relatable to EYL instruction provides rooms for EYL teachersâ€™ professional development. EYL instruction calls for careful anticipation and execution, otherwise it may spoil the innitially intended objective of early English instruction in elementary school.

Key Words: EYL, Teachers' Understanding, Teaching Principles

Downloads

Download data is not yet available.

Article Details

How to Cite

Suharno, S. (2017). The Teachers’ Understanding of EYL Principles and Their Ability To Apply the Principles in Teaching Practices:. International Journal for Innovation Education and Research, 5(8), 29-42. Retrieved from http://ijier.net/ijier/article/view/781

Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.

Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.